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https://doi.org/10.17645/si.v11i1.5850
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Vulnerable Students, Inclusion, and Digital Education in the Covid‐19 Pandemic: A Qualitative Case Study From Austria
[Zeitschriftenartikel]
Abstract Worldwide, more than 1.5 billion students had to switch to distance learning in 2020. Education took place at home, where parents attended to their children, and teachers taught their students in digital mode, while minors were physically and socially isolated from their peers. Concerning the situat... mehr
Worldwide, more than 1.5 billion students had to switch to distance learning in 2020. Education took place at home, where parents attended to their children, and teachers taught their students in digital mode, while minors were physically and socially isolated from their peers. Concerning the situation in Austria, several quantitative studies expose two central challenges: First, the comprehensive lack of digital infrastructure disrupted (digital) distance learning. Second, the Covid‐19 pandemic particularly affected vulnerable students and extended educational inequality. The state of the art emphasizes a lack of qualitative studies demonstrating different perspectives on the educational situation of vulnerable students in general and with SEN in particular during the pandemic. This leads to the following research question: How do professional actors map the situation of inclusive and digital education during the Covid‐19 pandemic in Austria? To research this unprecedented situation, four focus groups with diverse stakeholders (teachers, principals, psychologists, and school board employees) discussed their experiences in the school years 2019–2020 and 2020–2021. Data were analyzed according to the Grounded Theory method of the postmodern approach referred to as "situational analysis." The study visualizes various parallel discourses and voices within the situation of (digital distance) learning during the Covid‐19 pandemic. The theoretical context of the intersection of inclusive and digital education frames the empirical findings. Central findings relate to missing or discriminatory guidelines and policies, a lack of digital infrastructure, and altered professional‐pedagogical support that minimized or disrupted inclusive education during (digital) distance learning.... weniger
Thesaurusschlagwörter
Österreich; Digitale Spaltung; Fernunterricht; Exklusion; Inklusion; Bildung; Bildungsungleichheit; Behinderung; Kind; Ausbildungssituation; Situationsanalyse; Grounded Theory; Diskriminierung; soziale Ungleichheit
Klassifikation
soziale Probleme
Makroebene des Bildungswesens
Freie Schlagwörter
Covid‐19 pandemic; SEN; distance learning; inclusive education
Sprache Dokument
Englisch
Publikationsjahr
2023
Seitenangabe
S. 102-112
Zeitschriftentitel
Social Inclusion, 11 (2023) 1
Heftthema
Disability and Social Inclusion: Lessons From the Pandemic
ISSN
2183-2803
Status
Veröffentlichungsversion; begutachtet (peer reviewed)